Effect of Rehabilitation Counselling Intervention on Academic Adjustment among Learners with Special Needs in Mainstream Secondary Schools in Zaria, Kaduna State, Nigeria

DALHATU, Mohammed Nuraddeen

doi:10.64348/zije.2026354

Authors

DALHATU, Mohammed Nuraddeen Author

DOI:

https://doi.org/10.64348/zije.2026354

Abstract

Inclusive education has increased the presence of learners with special needs in mainstream secondary schools, thereby necessitating effective psychosocial and academic support mechanisms. Rehabilitation counselling interventions have emerged as an important strategy for helping learners with disabilities cope with academic, emotional, and social challenges in inclusive school environments. This study examined how rehabilitation therapy treatments affected special needs students' academic adjustment in mainstream secondary schools in Zaria, Kaduna State. A descriptive survey design was used in the study. 85 students with recognized special needs from sampled secondary schools made up the sample of the study. A structured questionnaire was used to collect data on rehabilitation counselling interventions and academic adjustment indicators such as study habits, classroom participation, and emotional stability. Data were analyzed using mean, standard deviation, and inferential statistics. Findings revealed that academic counselling interventions have a significant effect on the study habits of learners with special needs in mainstream secondary schools (p=0.017<0.05), psychosocial counselling interventions have a significant influence on classroom participation among learners with special needs in mainstream secondary schools (p=0.034<0.05), behavioral counselling interventions have a significant effect on the emotional stability of learners with special needs in mainstream secondary schools (p=0.019<0.05), and there is a moderate positive relationship between rehabilitation counselling interventions and academic adjustment of learners with special needs (r=0.56 and p=0.000). The study concluded that counselling-based rehabilitation services are essential for promoting inclusive education and enhancing the academic functioning of learners with disabilities. The study recommended that Government and educational authorities should ensure the deployment of trained rehabilitation counsellors in mainstream secondary schools to provide specialized support for learners with special needs, among others.

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